Reasons Why Students Prefer Some Teachers Over Others

Teachers are arguably the most important members of our society. They give children purpose, set them up for success as citizens of our world, and inspire in them a drive to do well and succeed in life. The children of today are the leaders of tomorrow, and teachers are that critical point that makes a child ready for their future.

Teachers have the ability to shape leaders of the future in the best way for society to build positive and inspired future generations and therefore design society, both on a local and global scale. In reality, teachers have the most important job in the world. Those who have an impact on the children of society have the power to change lives. Not just for those children themselves, but for the lives of all.

See Some Samples Of Undergraduate Project Topics That Are Related To Education
Teaching is difficult. Excellent teaching is even harder. Building a strong connection with students, along with pedagogy, best practices and sometimes a magic wand, is the foundation to any lasting teaching.
Students who are in classrooms with teachers that they like and have a close relationship with may learn more. For teachers, teaching students who like you makes their job easier. Teachers, who experience close relationships with students report that their students have better attendance, cooperate more, are more engaged and are more self-directed.

TEACHERS’ PERSONALITY
Teachers‟ personality is one of the characteristics of achieving excellence among teachers. In other words, teachers themselves need to have a high personality first before attempting to develop students‟ personality. Teachers especially Religious Teachers need to provide guidance or advice to the students and build their characters. The personality of teachers plays a role in influencing the students’ character development. Other than forming students‟ personality, the teachers‟ personality can also impact the performance of schools, effectiveness of Teaching and Learning activities, creativity of students and motivation.

TEACHERS’ EXPERIENCE
The classroom management practices teachers adopt have been shown to relate to their years of teaching experience. Comparing novice (i.e., student teachers having less than 40 hr of classroom teaching experience) and expert (i.e., teachers with at least 10 years of teaching experience and whose classroom management expertise was recognized by peers and/or school administrators) teachers’ representations of classroom management issues. This suggests that with years of experience, teachers develop a better understanding of classroom management, which enables them to anticipate issues and to adapt their classroom management practices accordingly. Years of teaching experience were positively associated with compromising and integrating two positive conflict strategies within classrooms that are conceptually close to autonomy support and negatively associated with obliging, which is conceptually close to control. Regarding the relation between teaching self-efficacy and experience, research showed a positive correlation indicating that teachers tend to become more confident over their career.

TEACHER-STUDENT RELATIONSHIP ABILITY
The brain is a social organ and close relationships, such as a positive student-teacher relationship, encourage learning, in part, because they promote a positive learning environment. From birth, we learn from our interactions with other people; this includes, family, friends and yes, teachers. Positive teacher-student relationships in the school setting have positive implications not only for students, but for teachers and the school climate as a whole. When students have positive relationships with their teachers, it affects how they view school and how engaged they are. Students who have this kind of relationships have more positive feelings about school, are more engaged, and in turn, are often higher achievers. While positive student teacher relationships can result in more